Emerald+City

toc **Designed by**:
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=Overview= In the near future, the town of Emerald City is facing imminent decay. The city's population has doubled over the last 20 years resulting in increased traffic, fast food restaurants, and households that rely on disposable items of convenience due to increased business in their daily schedules. The air is heavily polluted with Carbon Dioxide gas, having a negative impact on the vegetation and the overall livelihood of its citizens.

The player has a chance to improve the situation by changing some of their current practices to ones which would improve their green living and reduce carbon emissions. There is a wise Green Guru who evaluates their choices and supplies feedback on the impact of their choices. The player has a limited amount of time to find ways to reduce the carbon footprint, before it is too late, and Emerald City becomes Toxic City.

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=Instructional Objective=
 * Learners will be able to distinguish the various activities that contributes to carbon emission.
 * Learners will be able to apply tips on reducing carbon emissions at several locations, such as at a house, restaurant, and in the car, to reduce carbon footprints.

National Science and Education Standards (NSES): Grade 9-12 SEC-C: 4c. Humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through harvesting, pollution, atmospheric changes, and other factors is threatening global stability, and if not addressed, ecosystems will be irreversibly affected. SEC-F: 3b. The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and depletes those resources that cannot be renewed.

California's Public School Science Content Standards: Grade 9-12 //Biology/Life Sciences//: 6b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

//Earth Sciences//: 4c. Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect. 5a. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 8c. Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities.

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=Learners= This game is designed for High School learners Grade 9-12, ages 15-18 years old. It is not required that the learner have a special interest in Green Living, as this is a game designed to bring basic awareness about the problem of carbon emissions and ways to reduce carbon emissions.

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=Context of Use= This is a one-player Flash-based game that can be played using any Internet browser on the computer either individually or in pairs. It can be used at school or home. At school, teachers can use this game as part of a Science class on climate change and its effect on Earth. After the students are introduced to the concept of Carbon Footprint and its impact, teachers can use this game to help students learn the tips/ways an individual can help reduce carbon emissions. The entire game will take 30 minutes to complete. The game play is modular in design with each module lasting 5 minutes. Hence, teachers have the flexibility to determine the length of play. This can then be followed by a short discussion to conclude the class or lead on to another topic for the next class. Teachers will need to find sufficient computers with Internet access to allow students to play this game during class time. Alternatively, teachers can use the game as a take-home activity for students to explore at their own time. This game is designed for multiple play as students can explore the different scenarios and challenges, such as achieving the best time or score of the game.

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=Scope= Emerald City is a game which can be played by a single player in 30 minutes or less. Because there are many different choices, it can be played multiple times. It is the role of the player to adopt green practices over current ones to prevent the destruction of the city.

Emerald City is a branching scenario with four main locations and a bonus location, all of which may be a part of the life of a high school student. Each location contains several sub-scenarios that contain choices that the player could make which would affect the carbon footprint. The student will have a set amount of time in each location. There will be a large number of choices, some of them valid ways to decrease the footprint, some of them non answers (would not affect the carbon footprint) and some would actually increase the carbon footprint. The four main locations of the game are **the home, the school, the car and the fast food restaurant**. If the player decreases the carbon footprint to a certain level, the player can go access the bonus location, the **Mall**, which will contain several different types of challenges.

The choices made reflect practices which are "green". Some of the concepts which require a choice include:
 * Heating, cooling and electricity choices,
 * Clothes and personal items,
 * Reuse, reduce or recycle,
 * Conservation of natural resources
 * Materials used
 * Electronics
 * Waste management
 * Organic or local

This is an example of the sub-scenarios for a home.

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=Object of the Game= Reduce carbon emission levels in the city before pollution and health degradation consume the population.

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=Competing Products= Considering a game which would increase understanding of individual choices on global events, we began with a simple game idea. Recycle Roundup which is designed by National Geographic and captures the simplicity of proper disposal of items into the correct recycling bins. We wanted to capture the simplicity of change, place the onus of responsibility on the learner, but involve a little more contemplation.

With the upbeat music, Plan it Green, another National Geographic game, features the importance of time when considering a green solution. It provides tasks, based on what is in the community, and what one could do to improve the green use of products and space. It provides instant feedback within a dynamic structure. It reinforces the necessity of constant vigilance, and understanding how changes affect the community. However, it was lacking in detail and is not as fun from an aesthetic point of view.

How Green a Surf Warrior Are You? A Carbon Footprint Game. This game mirrors quite close to what we envision. However, it covers things one could do at home only. It starts off with an easy-to-understand overview of how climate change can affect the ocean and the surfer. A footprint icon indicates the score. For every correct answer, the footprint reduces in size, corresponding to the effort to reduce carbon footprint. Although this game is similar to ours, it is a simple game with only a few choices to improve the carbon footprint. This game requires only a click to respond, and provides little in terms of feedback and issues to contemplate.

Planet Green Game is a multifaceted online game. It involves a number of ways to interact with the information on green living. It includes the car, home, office, school and community in planning. It allows for a variety of roles, as well as a variety of ways to improve. A drawback is the lack of involvement of critical thinking. It is easy to click on the obvious answer, which is most often correct.

Global Warming Interactive is an educational game based on solid facts which surround the global warming issues. It is designed to be used by multiple players. It would be an engaging game in the classroom. However, it is lacking in visual appeal and is a little sparse in detail. Our game would try to appeal to a our intended audience, and in a more affective manner.

LogiCity: A real-life climate change game...will you survive?. This game is very similar to our idea. It begins with a devastated town in 2066, but allows the player to go back to present time to change the course of history. It includes the simulation type format, the carbon footprint and the task of the player to reduce carbon footprints. Central to LogiCity is the fact that things you do to improve the environment will benefit the entire community. This instills in the player a sense of control over the future, and reinforces action on the individual level. However, it has a number of technical issues and requirements which may make it difficult in the classroom setting. Also, it can be a bit cumbersome. Our game will take some of the elements of LogiCity and recreate them into a format which will be easily understood by the high school student, and will be engaging for all levels of participation.

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=Design Details=

//GloomyThemeMusicAudioFiles.wav GreenGuruAudioFiles.wav// The game begins with cartoon visual of a polluted Emerald City. There is a musical introduction that is slightly gloomy and a bit slower paced. The player will choose between a male and female teenage avatar representation of him/herself. They will be able to name their chosen avatar.
 * Major Branches**
 * Game Introduction**:



//SampleImageofGreenGuruScreen.jpg// The player is then greeted by a “Green Guru” travel companion who audibly welcomes the player and provides an introduction of the current environmental crisis and a definition of carbon footprint. The Green Guru is a green, older, wise-looking man with a turban-like hat, sitting cross-legged. His body is static left on the screen. In the introduction, various images of a gradually decaying city and it’s pollutants appear to the right of him as he is telling the background of Emerald City’s demise. The Green Guru then explains the role of the player within the game to help reduce Emerald City’s carbon footprint by replacing wasteful, non-environmentally friendly items, with safe, environmentally friendly items. The Green Guru will then explain the game’s navigation features and how to find the items the player is supposed to replace with the mouse cursor. When the Green Guru finishes the introduction, the Home Page Map of Emerald City appears on the screen. Players can click a “skip intro” button located at the lower center part of the screen if they do not want to hear the Game Introduction piece.


 * Emerald City Map (Home Page)**:

Music on this screen is poppy (//PoppyTempoMusicThatChangesWithCarbonLevels.wav)// and changes tempo as the city carbon levels fluctuate throughout the game. The city map is where the player views all four locations (house, car, fast food restaurant, school) he/she has to visit in order to try and reduce the carbon footprint of the city. There is also one additional mysterious bonus location (the mall) that the player can visit once he/she has completed all four locations and obtaining an acceptable Carbon Footprint level. The identity of the location is not unlocked until that point. The map of the city has a slightly tinged, dull overcast haze on it. This look will gradually brighten or getter duller as the player affects the Carbon Footprint levels after each visit to the locations. The player can visit any of the four locations he/she would like to try after any round. The player cannot return to a location once it has been completed until he/she finishes the game.

There is a different theme song for each location (//JazzMusicHouse.wav, PopMusicSchool.wav, RockMusicCar.wav, ElevatorMusicFastFood.wav, PopMusicMall.wav//). Within each location there are four to five sub-scenarios. In each sub-scenario, the player searches for items that can be replaced and made more energy-efficient. As the player completes a sub-scenario, he/she is then automatically advanced to the next sub-scenario. When the player enters a particular location, he/she must go through each sub-scenario in order. There is no jumping ahead and no going back to a previous room. The player can, however, return to the map at any time from any location. The player has five minutes to complete each location. At the end of the location, the Green Guru appears to give feedback. Below is an example of the sub-scenarios in order within the Home Location.
 * Description of Locations 1-5 (House, Car, Fast Food Restaurant, School, Mall)**:

Sub-scenario 1: The bedroom - The player points and clicks on the items they want to change out with his/her cursor
 * Example Sub-Scenarios of Home location:**

Sub-scenario 2: The office - The player points and clicks on the items they want to change out with his/her cursor

Sub-scenario 3: The kitchen - The player points and clicks on the items they want to change out with his/her cursor

Sub-scenario 4: Breakfast - The player points and clicks on the items they want to change out with his/her cursor

Sub-scenario 5: The Bathroom/Leaving - The player points and clicks on the items they want to change out with his/her cursor

Sample Feedback Screen which appears at the end of each location

//WindChimesStyleMusic.wav// When the player completes all four or five sub-scenarios within one entire location, a feedback screen pops up with the Green Guru. The Green Guru congratulates the player on his/her accomplishments that round, provides feedback on ways the player can improve, and tells the player additional facts and tidbits about the environmental factors in that location. At this time, the Carbon Footprint Indicator level also adjusts to reflect how helpful or damaging the player’s choices were. The player has only five minutes to complete each location. He/she has to start over from the beginning of the location if he/she runs out of time. At the end of each completed location, the player is taken back to the Emerald City Map Home Page, and he/she chooses the next location he/she wants to go to.

//SampleImageofReplaceableItemWhenCursorRoledOverIt.jpg// Within each sub-scenario the player can move the cursor over various items on the screen. If the item lights up, the player can click it, and an Answer Pod will then slide onto the top of the screen. The player can then choose and item from the pod that he/she would like to replace the item in the room with. The player does this by clicking one item in the Answer Pod and dragging it over top of the room item. The chosen item then takes the place of the original item. The chosen item will have a brighter, cleaner hue than the original item. Once an item has been replaced, the player cannot click on it again. They must continue to search for other items on the screen until all items are located. There are four to five replaceable items within each sub-scenario.
 * How the Player Replaces Items in a Sub-Scenario**:

//SampleImageofAnswerPod.jpg// The answer pod is long with rounded corners and slightly translucent. It appears at the top of the screen when the player clicks on a replaceable item in the room. The answer icon can be dragged onto the main screen to the item the player would like to replace. The replaceable item has to be at least partially covered by the answer item in order for it to be replaced. When the player releases the mouse clicker over the replaceable item, it will be replaced automatically, and the answer pod disappears back into the top of the screen. There is a hidden point value assigned to each item in the answer pod. Some items are not as environmentally friendly as others, and are therefore weighted with higher points. The items that are better for the environment and have lower points.
 * Answer Pod**:

//SampleImageofCarbonFootprintLevelIndicator.jpg// This Level Indicator is in the shape of a footprint and is location in the bottom right corner of the screen at all times. There are 18 vertical bars within the foot, six green “low” level bars, six amber “high” level bars, and six red “warning” level bars. At the start of a new game, the Carbon Footprint Level is at 300. The items the players chooses from the answer pod are assigned hidden values. The better the choice the player makes, the lower the value. The player should try to keep he/her points as low as possible. At the end of the location round, the game program automatically totals up the points collected by the player, and adjusts the Carbon Footprint Level Indicator bar, accordingly. The player should try to stay within the green “low” level bars, which is anywhere form 1-200 points. The Amber level bars go from 201-400, and the Red level bars go from 401-600. The “greener” the city becomes based on the player’s choices, the brighter and cleaner is the image of the map home page. The dirtier and more polluted the city becomes based on the player’s choices, the hazier and duller the look of the city map home page. To unlock the mystery location, the player must obtain a Carbon Footprint Level not more than 200.
 * Carbon Footprint Level Indicator & Points System**:


 * Technical Elements**
 * The game will be created using Flash CS4 on a MacBook Pro Leopard operating system
 * This game will be designed for the most common web browsers (Internet Explorer 7, Firefox, Modzilla, and Safari)
 * The graphics will be .flv and .jpeg files, and the audio will be .wav format
 * Once finished, game files will be placed into zip folder

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=Motivational Issues=

According to Malone and Lepper (1987), “curiosity exists in two different forms: **sensory curiosity and cognitive curiosity**. Audio and visual effects, particularly, in computer games may enhance sensory curiosity. When learners are surprised or intrigued by paradoxes, or incompleteness, it arouses cognitive curiosity.” In short, “something in the physical environment attracts the learner's attention or there is an optimal level of discrepancy between present knowledge or skills and what these could be if the learner engaged in some activity.”
 * Curiosity and Attention**

John Keller's ARCS Model (Keller, 1987) that talks about attention is also applicable here. He mentioned about strategies for attention that include sensory stimuli, inquiry arousal (**thought provoking questions**), and variability (**variance in exercises and use of media**).

In this game there is both audio and visual effect that create the **curiosity** of the player. The game begins with visual effect in the form of a cartoon visual of a polluted Emerald City. There is a visual city map for the player to view the four locations which he/she can choose from. To **attract** the learner’s attention, there is a visual male and female teenage avatar representation of the player (himself/herself) and the player will be able to name the avatar character according to his/her choice. Curiosity is added with different audio theme song for each location and a musical introduction and a “audio welcome” note of the “Green Guru." The poppy music adds to the visual affects that relate to the progress of the player on the screen and it changes tempo as the city carbon level fluctuates throughout the game.

The strategies for **attention** in this game are the thought-provoking questions that will arise in the player’s mind about the impact of environmental pollution in the city and the decisions the player has to make in each location. Added to the curiosity is the “Carbon Footprint Level Indicator” in the shape of a carbon footprint that automatically calculates the carbon footprint level as a result of the player's decisions. The lower the value of the level indicator “footprint," the brighter and cleaner is the image of the city on the home page.

Malone and Lepper (1987) have integrated a large amount of research on motivational theory. “**Challenge** is created by **having clear, fixed goals** that are relevant for the learner. **Uncertain outcomes provide challenge by offering variable difficulty levels, hidden information, and randomness**. Feedback on performance should be frequent, unambiguous, and supportive. Lastly, the activity should promote feelings of competence for the person involved.” In short, they mentioned that, “People are best motivated when they are working towards personally meaningful goals whose attainment requires activity at a continuously optimal (intermediate) level of difficulty.”
 * Challenge and Relevance**

Keller mentioned about relevance that, “attention and motivation will not be maintained; however, unless the learner believes that it relevant…The learner should answer the critical question, "What's in it for me?" Benefits should be clearly stated.”

In this game, the **relevance** lies in the necessity to reduce carbon footprint and learn techniques to save the city. In our game, **challenge** also has a replica of meaning similar to what Malone and Lepper mentioned. In this e-game, the clear and fixed goal is to save the town of Emerald City from facing imminent decay. There is **uncertainty** about the correct action needed to improve the situation i.e. the decision taken by the player can either increase or decrease the carbon footprint of the city. Furthermore, there is no pre-determined sequence of play and this flexibility engenders the **randomness** in the game. Also the **optimal level of difficulty** is represented by the limited time (5 minutes or less) at each sub-scenario.

According to Malone and Lepper, “control is experienced as feelings of **self-determination and control** on the part of the learner. The ingredients of contingency, choice, and power contribute to the control feature of the learning experience. When the individuals face choices that produce powerful effect, it increases their sense of personal control. In short, “People have a basic tendency to want to control what happens to them.”
 * Control and Confidence**

Keller said, “The confidence aspect of the ARCS model is required so that students feel that they should put a **good faith effort into the program**. If they think they are incapable of achieving the objectives or that it **will take too much time or effort, their motivation will decrease**.”

In this game, there will be a designated number of items within each location and sub-scenarios that the player will replace in order to decrease the carbon footprint. It is under **control** and **self-determination** of the player to stay within the green “low” level bars within the carbon footprint by replacing the correct items. The correct answers will lead to a “greener” city.

The **confidence** or the good faith effort of the player is boasted by the “Green Guru” who acts like the travel companion and an anchor to the player by providing all the detailed information of the game-play strategy at the beginning. The “Green Guru” motivates and hooks the player into the game by giving appropriate feedback at the end of each location but will not share information about which exact answer the player should have chosen in order to maintain the attention of the player and encourage multiple plays.

According to Malone and Lepper (1987), “fantasy encompasses both the emotions and thinking process of the learner. Fantasies should appeal not only to the **emotional needs** of learners, but should **provide relevant metaphors or analogies**. Lastly, fantasies should have an integral relationship to the material covered.” In short, “Learners use mental images of things and situations that are not actually present to stimulate their behavior.”
 * Fantasy, Satisfaction and Engagement**

Keller mentioned that learners must obtain some type of satisfaction or reward from learning experience. This can be in the form of entertainment or a sense of achievement… Ultimately, though, the best way for learners to achieve satisfaction is **for them to find their new skills immediately useful** and beneficial on their job.

In this game, **fantasy** is involved with the learner’s emotional feelings of reducing the carbon footprint in the city and the metaphor/image/symbol is the reflection of the “Carbon Footprint Level Indicator" on the screen. The color on the homepage also changes in accordance to the actions of the player and this stimulates his/her behavior to perform better.

Keller’s model applies here too. The **satisfaction** and sense of achievement of the learner lies in the: a) ability to save the city from pollution, and b) ability to distinguish the various activities that contributes to carbon emission. Learners will be able to utilize their knowledge about carbon emission reduction techniques in their daily lives at several locations such as at house, restaurant, and car, at school and at the mall.

The game has many engaging elements. Most interestingly, the player will be able to choose between male and female teenage avatar representation of himself/herself. Also the “Green Guru’” constantly engages the player with immediate feedback (that differ each time) via text bubbles and informs player with additional facts and tidbits about the environmental factors in that location which helps maintain the attention of the player and also encourage multiple plays. To maintain engagement and flexibility, the game provides options for the player to choose to visit any of the four locations. In addition, the game requires the player to use the cursor to rollover items and an Answer pod on the screen will light up for the player to click. There is also option to drag and drop the chosen item. The hidden points assigned to each item engender multiple play as the player is challenged to attain a low carbon footprint level at each location.

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=Design Process= The group started with the idea of combining economy and green practices. Simply stated, it answers the question "How to become rich by going green?" That led to naming the game Green Entrepreneur. After much deliberation and alignment, we changed the name to Emerald City to better reflect the essence of the game. Below is the story of our design process.


 * Target audience is key**. In our first group meeting, we came to a consensus that target audience is an important factor of the design process. After researching on current educational standards on climate change and earth sciences, the group decided to pitch this educational e-game at the high school level and adapted the original idea from one that focus on making money by going green to one concentrating on reducing carbon footprint. We also made a conscientious effort to develop the instructional objectives of the game to ensure it integrates into the school curriculum.


 * The need for a compelling theme**. Next, the group brainstormed for a compelling storyline that drives the theme of the game. We came up with the idea of using a city that is threatened by a high level of carbon footprint and is facing imminent self-destruction. The player will have the opportunity to salvage the situation by performing actions that can reduce carbon footprint. The game play necessitates the player to do things right and doing them quick. To provide support within the game environment, the group created an expert computer character called Green Guru who coaches and give advice to the player. This character is the means in which the game delivers factual content on reducing carbon footprint and acts as one of the feedback mechanisms within the game.


 * Researching the design framework**. Armed with these initial ideas, the group proceeded to research and sample e-games that offer similar educational values. The group was able to examine characteristics such as scope of the game, aesthetics and interface, technology used, ease of play, challenge, complexity, etc. and reference them to shape the design process and develop our first draft of the design document. A peer review session uncovered the following: (1) the term "Player Character" can be improved, (2) to define more clearly the time it takes to play the game.


 * Improving the element of fantasy**. We realized that the first comment brought out the fact that we have not done enough to build the storyline of the game. We realized that to enhance the fantasy experience, names and basic behavior traits of the player character need to be considered. The group then decided to design two avatars - a young male and a young female, who represent the demography of our target audience.


 * Defining the scope and game duration**. In response to defining the time it takes to play the game, the group discovered that this is closely tied to the scope and the design details. We deliberated over the number of locations and sub-scenarios as they impose a time requirement. From this working model, we came up with an approximate measure: each sub-scenario is a minute long; each location will have five sub-scenarios and lasts five minutes; with five locations, it will take 25 minutes to complete all the locations; add in the time it takes for introduction and orientation to the game, it will take 30 minutes to complete the game.


 * Creating multiple play**. The group also went further to work on developing elements that enable multiple plays. We decided there can be two indicators: (1) carbon footprint score, and (2) time taken to complete each scenario. The player can re-visit the game to improve the scores on these two indicators and this acts as a form of motivation to keep playing the game. In addition, there is a "mystery" location which the player can access but only if he/she manages to achieve a good carbon footprint score. This creates another challenge which the player can work towards and encourage multiple plays.


 * Illustrating our ideas**. Based on these elements, the group began to use the diagrams/graphics to bring our ideas to life. It first started out with drafting an initial diagram on the scope for one of the locations (as indicated in the Scope section). We then expanded that concept to other locations and included the associated sub-scenarios. To illustrate the different screens the player will see in the game, our group assigned one member to draft the storyboard to ensure the thought process was synchronized. We also decided it will be more efficient to hand-draw the storyboard before committing time and effort to digitize the drawings. This helped the group to visualize the game and facilitate further discussion for improvement.

The group initially had the idea of having a physical object to represent the carbon footprint of the city. It will expand or contract based on the decisions the player make. We thought it does not integrate well with the story and lacks realism. Instead, we opt to use an indicator meter and the use of sound and visual effects to match the current state of the city with its carbon footprint levels (as explained in the Design Details section).


 * Challenges and lesson learned**. In terms of challenges the group encountered in designing Emerald City, there were a few of them. The first was working together. As we are located across different time zones, we were limited in our ability to communicate our ideas in person. Instead, our group collaborated virtually via email, as well as through postings on Google Sites and Wikispaces. Another challenge was in coordinating our ideas as we independently completed sections of the design document. We would review constantly and change our responses to fit our growing concept of the game.

We learned several lessons through this project, which will be carried over to our next game design project:
 * 1) An in-depth research on the subject matter and similar games needs to be conducted to assist in the nascent stage of the design process.
 * 2) Visual or graphic representation of any ideas can help the group to gain a common understanding better and faster.
 * 3) Managing expectations and meeting project deadlines is crucial for game design success.

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=Definitions=

A carbon footprint is a measure of the impact our activities have on the environment, and in particular climate change. It relates to the amount of greenhouse gases produced in our day-to-day lives through burning fossil fuels for electricity, heating and transportation etc.
 * Carbon footprint**

The carbon footprint is a measurement of all greenhouse gases we individually produce and has units of tonnes (or kg) of carbon dioxide equivalent. A carbon footprint is made up of the sum of two parts, the primary footprint and the secondary footprint. The primary footprint is a measure of our direct emissions of CO2 from the burning of fossil fuels including domestic energy consumption and transportation (e.g. car and plane). We have direct control of these. The secondary footprint is a measure of the indirect CO2 emissions from the whole lifecycle of products we use - those associated with their manufacture and eventual breakdown. To put it very simply – the more we buy the more emissions will be caused on our behalf.

Although green can hold many meanings, from describing a color to social injustice, in this game, it is used to denote the practice of environmental protection. This can be practiced globally (to reduce greenhouse gases, to decrease emissions), geographically (finding alternate means of energy, producing products which are low in energy use), and locally (recycling, conserving water, buying local).
 * Green**

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=Credits=
 * Images used in the Introduction section are from ecocity and VfxTalk.com
 * Images used in the Design Details section (lamp, answer pod, footprint, guru) are from Windows clipart.
 * Avatar images designed using Poser.
 * Hand-drawn pictures by Rose Fortner.

This wiki was created as a student project. Images, graphics, and pictures retrieved from the Internet are used to demonstrate the design skill and application of educational theory by its designers--nothing on this site is intended for sale or distribution.
 * Disclaimer**

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=References=


 * Books & Journals**
 * Kruse, K. (n.d.). //The magic of learner motivation: The ARCS model//. Retrieved on December 1, 2009 from @http://www.e-learningguru.com/articles/art3_5.htm
 * Schaller, D. (n.d.). //What makes a learning game?//. Retrieved on December 1, 2009 from @http://www.eduweb.com/schaller-games.pdf
 * Schell, J. (2008). //The art of game design: A book of lenses//. Amsterdam: Morgan Kaufmann Publishers.
 * Vockell, E. (n.d.). //Intrinsic motivation//. Retrieved on December 1, 2009 from @http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy5/Edpsy5_intrinsic.htm


 * Electronic**
 * An Inconvenient Truth
 * California's Public School Science Content Standards
 * Carbonfund.org
 * greenstudentU
 * National Science and Education Standards
 * wikiagreen

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